cultural studies becomes available as a resource to educators who can then teach students how to look at the media (industry and texts), analyze audience reception, challenge rigid disciplinary boundaries, critically engage popular culture, produce critical knowledge, or use cultural studies to reform the curricula and challenge disciplinary formations within public schools and higher education. For instance, Shane Gunster has argued that the main contribution cultural studies makes to pedagogy "is the insistence that any kind of critical education must be rooted in the culture, experience, and knowledge that students bring to the class room."(Intellectuals, and Cultural Studies,P.253).

While this is an important insight, it has been argued in enormously sophisticated ways for over fifty years by a host of progressive educators, including John Dewey, Maxine Greene, and Paulo Freire. The problem lies not in Gunster 's unfamiliarity with such scholarship but in his willingness to repeat the presupposition that the classroom is the exclusive site in which pedagogy becomes a relevant object of analysis. If he had crossed the very disciplinary boundaries he decries in his celebration of cultural studies, he would have found that educational theorists such as Roger Simon, David Trend, and others have expanded the meaning of pedagogy as a political and moral practice and extended its application far beyond the classroom while also attempting to combine the